Understanding the reasons academics use - and don't use - endorsed and unendorsed learning technologies

Abstract

Educational researchers have a longstanding interest in the reasons why academic staff use technologies in their teaching. The investigation presented in this paper considered drivers and barriers to the use of technology in a higher education context where it is increasingly possible for academics to not only rely on endorsed, university-based systems and tools, but also on unendorsed tools available 'outside' the university. The findings from this study showed that most staff were using a relatively standard, endorsed technology tool-set and, in most cases, there was limited use of external or emerging technologies and tools in learning and teaching. Five clear profiles of academic staff w..